This Webquest was formulated for Stage 3. The accompanying HSIE outcomes and indicators for this Global Environments unit of work are stated below:
ENS3.5
Demonstrates an understanding of the interconnectedness between Australia and global environments, and how individuals and groups can act in an ecologically responsible manner.
■uses maps and globes to locate global and Australian reference points
■locates and describes patterns of human involvement in environmental areas of Australia
■compares human use of an environmental area with uses in another area of the world
■explains the effects of human changes on an environment, evaluating the positive and negative aspects of these changes
■uses geographic terminology and tools to locate and investigate environments.
ENS3.6
Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.
■examines factors that may give rise to different views about the care of places
■identifies the different viewpoints of groups and individuals, including Aboriginal people, farmers and miners, about uses of land
■expresses a personal point of view on an environmental issue and provides supporting evidence.
Following the HSIE syllabus students will also be developing their skills in:
Acquiring Information
❂read, view, write, listen to and talk about a range of subject matter
❂locate information
❂select appropriate sources of information by observing, identifying, finding, arranging, tabulating, displaying, evaluating and reflecting;
❂consider the usefulness, accuracy, reliability and validity of information;
❂reflect on the existence of previous knowledge and experiences before selecting resources;
❂reflect upon and evaluate the skills that they have used to acquire information
Social and Civic Participation
❂listen to others, respond to each other’s ideas and advance their own ideas;
❂participate in activities and discussions;
❂work productively individually, with partners and in groups;
❂cooperate and negotiate;
❂keep informed about current and relevant social and environmental issues
The webquest also supports other KLA's for example:
English: The structure and language fetures of the text types students have previously been exposed to
Science and Technology: Content from the Earth and Its Surroundings and Living Things strands
Creative Arts (Visual and performing): Students utilise their creativity and can choose to express themselves and their work using a range of possibilities including drawings, visual media, role play and web design.
Differentiation Planner using Bloom's Taxonomy: has been utilised throughout the learning engagements in providing students with the needed choice, vocabulary and product suggestions to produce meaningful work! Finally a teacher's marking rubric is attached below to be used for the assessing of students efforts and skills utilised throughout the webquests process:
This Webquest was formulated for Stage 3. The accompanying HSIE outcomes and indicators for this Global Environments unit of work are stated below:
ENS3.5
Demonstrates an understanding of the interconnectedness between Australia and global environments, and how individuals and groups can act in an ecologically responsible manner.
■uses maps and globes to locate global and Australian reference points
■locates and describes patterns of human involvement in environmental areas of Australia
■compares human use of an environmental area with uses in another area of the world
■explains the effects of human changes on an environment, evaluating the positive and negative aspects of these changes
■uses geographic terminology and tools to locate and investigate environments.
ENS3.6
Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.
■examines factors that may give rise to different views about the care of places
■identifies the different viewpoints of groups and individuals, including Aboriginal people, farmers and miners, about uses of land
■expresses a personal point of view on an environmental issue and provides supporting evidence.
Following the HSIE syllabus students will also be developing their skills in:
Acquiring Information
❂read, view, write, listen to and talk about a range of subject matter
❂locate information
❂select appropriate sources of information by observing, identifying, finding, arranging, tabulating, displaying, evaluating and reflecting;
❂consider the usefulness, accuracy, reliability and validity of information;
❂reflect on the existence of previous knowledge and experiences before selecting resources;
❂reflect upon and evaluate the skills that they have used to acquire information
Social and Civic Participation
❂listen to others, respond to each other’s ideas and advance their own ideas;
❂participate in activities and discussions;
❂work productively individually, with partners and in groups;
❂cooperate and negotiate;
❂keep informed about current and relevant social and environmental issues
The webquest also supports other KLA's for example:
English: The structure and language fetures of the text types students have previously been exposed to
Science and Technology: Content from the Earth and Its Surroundings and Living Things strands
Creative Arts (Visual and performing): Students utilise their creativity and can choose to express themselves and their work using a range of possibilities including drawings, visual media, role play and web design.
All of the tasks are produced in conjunction with the NSW Human Society & Its Environments syllabus , which all teachers can utilise when implementing such units of work. Reference: http://k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf
Differentiation Planner using Bloom's Taxonomy: has been utilised throughout the learning engagements in providing students with the needed choice, vocabulary and product suggestions to produce meaningful work!
Finally a teacher's marking rubric is attached below to be used for the assessing of students efforts and skills utilised throughout the webquests process: